- Education leaders have called for stronger partnerships to accelerate digital learning under Competency-Based Education.
- Delegates at the Freedom 250 EdTech Innovators Summit said technology should empower—not replace—teachers.
- Stakeholders urged greater investment in digital infrastructure, teacher training and locally developed education technologies.
As Kenya accelerates the implementation of Competency-Based Education (CBE), education leaders are increasingly placing technology at the centre of efforts to improve learning outcomes, bridge educational inequalities and prepare learners for a rapidly evolving digital economy.
The call was amplified during the Freedom 250 EdTech Innovators Summit held at the Kenya School of Government in Nairobi, where teachers, school principals, policymakers, university leaders, technology innovators, development partners and education experts advocated stronger collaboration to unlock the full potential of education technology (EdTech).
The two-day summit, organised by Tufunzeni in partnership with the U.S. Embassy in Nairobi, concluded that meaningful education reforms require sustained partnerships among government, educators, universities, technology companies, county governments, development agencies and local communities.
Delegates said digital transformation in education is no longer a future aspiration but a present-day necessity.
Technology complements teachers
Although artificial intelligence (AI) featured prominently during the discussions, participants unanimously agreed that technology should complement rather than replace teachers.
Tufunzeni Executive Director Dennis Omolo said the success of education technology should be measured by improvements in teaching quality and learner achievement rather than the number of digital devices deployed in schools.
He noted that technology should enable teachers to personalise instruction, monitor learner progress, improve classroom engagement and simplify assessment while preserving the central role of educators.
Participants emphasised that digital systems cannot replace the professional judgement, mentorship and human interaction that teachers bring into classrooms.
Beyond artificial intelligence
Education experts also cautioned against equating EdTech solely with artificial intelligence.
They explained that education technology encompasses digital content libraries, Learning Management Systems, online classrooms, blended learning, virtual laboratories, augmented and virtual reality, digital assessment platforms, school management systems and continuous professional development for teachers.
These innovations, delegates said, have the potential to enrich learning, improve school administration and provide more personalised educational experiences.
Participants highlighted the growing role of technology in supporting Competency-Based Education by enabling continuous assessment, learner portfolio management, real-time monitoring of competencies and targeted academic support.
They observed that digital tools make teaching more learner-centred while promoting creativity, collaboration, communication, critical thinking and problem-solving.
Despite growing enthusiasm for educational technology, delegates acknowledged that many schools, particularly in rural, arid and semi-arid regions, continue to face unreliable electricity, limited internet connectivity and inadequate ICT infrastructure.
They urged both national and county governments to invest more in broadband connectivity, electricity, digital devices, infrastructure maintenance and teacher digital literacy programmes.
Participants warned that unless these challenges are addressed, the digital revolution risks widening educational inequalities.
The summit also called for greater involvement of teachers in the design and development of education technologies.
Delegates argued that many promising innovations fail because they are developed without sufficient input from classroom practitioners who understand learners’ needs and curriculum requirements.
Technology developers were encouraged to work closely with educators throughout the innovation process to ensure digital solutions remain practical and relevant.
Preparing learners for the future
The summit reaffirmed the importance of equipping learners with competencies needed for the modern economy, including digital literacy, creativity, innovation, communication, adaptability and critical thinking.
Participants also applauded the growing contribution of Kenyan innovators in developing locally relevant education technologies tailored to the country’s needs.
As the summit concluded, stakeholders committed themselves to strengthening partnerships, expanding teacher training and increasing access to quality digital learning resources.
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They maintained that Kenya’s education transformation will ultimately depend not only on technology but also on sustained collaboration among educators, policymakers, innovators and communities working together to improve learning for every child.
By Hillary Muhalya
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